The Use of -ly Adverbs in Novice and Expert Writing: A Comparative Corpus-Based Analysis of TICLE, LOCNESS, and BNC Corpora
Öz
Adverbs play a central role in structuring discourse, conveying speaker stance, and modifying propositional content. -Ly adverbs constitute up to 55% of common adverbs and are frequently used in academic prose. Attaining a nuanced grasp of adverbial usage in learner English, and of how closely Turkish learners’ patterns align with native-speaker norms, is crucial. In this regard, this paper examines the use of -ly adverbs by Turkish EFL learners of English in comparison to native speakers. The investigation relies on two corpora of novice academic English: The Turkish International Corpus of Learner English (TICLE) and the Louvain Corpus of Native English Essays (LOCNESS), and one corpus of expert academic English: BNC (British National Corpus), representing learner and native speaker writing. The frequencies, lexical choices, and the distribution of -ly adverbs were analyzed across three corpora. In addition, syntactic functions of the identified -ly adverbs were classified according to Quirk et al. (1985) and Hasselgård’s (2015) classifications. The analysis reveals that Turkish EFL learners rely on a narrower range of -ly adverbs, frequently using those associated with spoken rather than academic discourse, whereas native expert writers demonstrate a more varied and academically appropriate adverbial repertoire. Additionally, Turkish learners underuse most -ly adverb categories, particularly adjuncts and disjuncts, while overusing conjuncts and intensifiers. These findings highlight the gap between native and non-native academic writing, emphasizing the need for explicit instruction in the use of adverbials to develop a more advanced academic style.
Anahtar Kelimeler
Kaynakça
- Ädel, A. (2006). Metadiscourse in L1 and L2 English. Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/scl.24
- Aijmer, K. (2002). English discourse particles: Evidence from a corpus. John Benjamins “Publishing. https://doi.org/10.1075/scl.10
- Biber, D., Johansson, S., Leech, G., Conrad, S., Finegan, E. (1999). Longman grammar of spoken and written English. Harlow: Pearson.
- Biber, D., Conrad, S., Cortes, V. (2004). If you look at ...: Lexical Bundles in University teaching and textbooks (A. Wilson, P. Rayson, & T. McEnery, Eds.). Applied Linguistics, 25(3), 371–405. https://doi.org/10.1093/applin/25.3.371
- Biber, D. (2006). University language: A corpus-based study of spoken and written registers. Amsterdam: John Benjamins. https://doi.org/10.1075/scl.23
- Biber, D., Barbieri, F. (2007). Lexical Bundles in University spoken and written registers. English for Specific Purposes, 26, 263–286. https://doi.org/10.1016/j.esp.2006.08.003
- Biber, D., Gray, B. (2010). ‘Challenging stereotypes about academic writing: Complexity, elaboration, explicitness.’ Journal of English for Academic Purposes 9, 2-20. https://doi.org/10.1016/j.jeap.2010.01.001
- Can, C. (2009). İkinci dil edinimi çalışmalarında bilgisayar destekli bir Türk öğrenici İngilizcesi derlemi: TICLE’in bir altderlemi olarak ICLE. Dil Dergisi, 144, 16–34. https://doi.org/10.1501/Dilder_0000000109
- de Haan, P., van der Haagen, M. (2013). Assessing the use of sophisticated EFL writing: A longitudinal study. Dutch Journal of Applied Linguistics, 2(1), 16–27. https://doi.org/10.1075/dujal.2.1.04deh
- Granger, S. (1998). ‘Prefabricated patterns in advanced EFL writing: Collocations and formulae.’ In: Cowie, P. (ed.) Phraseology: Theory, Analysis, and Applications. Oxford: Oxford University Press. 145-160. https://doi.org/10.1093/oso/9780198294252.003.007
- Granger, S., Rayson, P. (1998). ‘Automatic profiling of learner texts.’ In: Granger, S. (ed.) Learner English on Computer. London and New York: Longman. 119-131. eBook ISBN 9781315841342.
- Granger, S., Dagneaux, E., Meunier, F. (2009). The international corpus of learner English version 2. handbook and CD-ROM. Louvain-la-Neuve: Presses Universitaires de Louvain. http://hdl.handle.net/2078.1/75579
- Hasselgård, H. (2009). Temporal and spatial structuring in English and Norwegian student essays. In R. Bowen, M. Mobärg, S. Ohlander (eds), Corpora and Discourse - and Stuff. Papers in Honour of Karin Aijmer, pp. 93-104. Göteborg: Acta Universitatis Gothoburgensis.
- Hasselgård, H. (2014). Discourse-structuring functions of initial adverbials in English and Norwegian news and fiction. Languages in Contrast 14:1, pp. 73-92. https://doi.org/10.1075/lic.14.1.05has
- Hasselgård, H. (2015). ‘Lexicogrammatical features of adverbs in advanced learner English.’ International Journal of Applied Linguistics 166(1), 163-189. https://doi.org/10.1075/itl.166.1.05has
- Hasselgren, A. (1994). Lexical teddy bears and advanced learners: a study into the ways Norwegian students cope with English vocabulary. International Journal of Applied Linguistics, Volume 4, Issue 2, 237-258.
- Huddleston, R., Pullum, G. K. (2002). The Cambridge Grammar of the English Language. Cambridge: Cambridge University Press.
- Hunston, S. (2002). Corpora in applied linguistics. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524773
- Hyland, K. (2008a). As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes, 27, 4–21. https://doi.org/10.1016/j.esp.2007.06.001
- Lorenz, G. (1998). Overstatement in advanced learners’ writing: stylistic aspects of adjective intensification. In S. Granger (ed.), pp. 53-66. London: Longman. E-Book ISBN9781315841342
- Mala, M. (2020). Phraseology in learner academic English: Corpus-driven approaches. Discourse and Interaction, 13(2), 75-88. https://doi.org/10.5817/DI2020-2-75
- Osborne, J. (2008). Adverb placement in post-intermediate learner English: a contrastive study of learner corpora. In G. Gilquin, S. Papp & M.B. Díez-Bedmar (eds), Linking up Contrastive and Learner Corpus Research, pp. 127-146. Amsterdam: Rodopi.
- Quirk, R., Greenbaum, S., Leech, G., Svartvik, J. (1985). A comprehensive grammar of the English Language. London: Longman.
- Tottie, G. (2002). An introduction to American English. Oxford: Blackwell Publishers.
The Use of -ly Adverbs in Novice and Expert Writing: A Comparative Corpus-Based Analysis of TICLE, LOCNESS, and BNC Corpora
Öz
Zarflar, söylemin yapılandırılmasında, konuşur tutumunun iletilmesinde ve önermesel içeriğin dönüştürülmesinde merkezi bir işlev üstlenir. Yaygın zarfların yaklaşık %55’ini oluşturan –ly ekli zarflar ise akademik metinlerde son derece sık kullanılmaktadır. Öğrenici İngilizcesinde zarf kullanımının inceliklerini kavramak ve Türk öğrencilerin kullanım kalıplarının anadil konuşuru normlarına ne ölçüde yaklaştığını belirlemek büyük önem taşımaktadır. Bu bağlamda, çalışma, anadili Türkçe olan İngilizce öğrenicilerinin -ly belirteçlerini kullanımlarını, İngilizce anadil konuşan deneyimli yazarlarla karşılaştırmalı olarak incelemektedir. Araştırma, deneyimsiz (öğrenci) yazarların İngilizce akademik metinlerini içeren iki derlem Türk Uluslararası İngilizce Öğrenen Derlemi (TICLE) ve Louvain Anadil Olarak İngilizce Deneme Derlemi (LOCNESS) ile deneyimli yazarların İngilizce akademik metinlerini içeren bir derlemden İngiliz Ulusal Derlemi (BNC - British National Corpus) elde edilen veriler temelinde yürütülmüştür. Üç derlemde yer alan metinlerdeki -ly belirteçlerinin sıklıkları, sözcüksel tercihleri ve dağılımları çözümlenmiştir. Ayrıca, belirlenen -ly belirteçlerinin sözdizimsel işlevleri Quirk vd. (1985) ve Hasselgård’ın (2015) sınıflandırmalarına göre öbeklenmiştir. Yapılan çözümleme, Türkçe konuşan İngilizce öğrenicilerinin, -ly belirteçlerinde daha dar bir sözcük dağarcığına sahip olduklarını ve genellikle akademik söylemden ziyade konuşma diline özgü belirteçlere sıkça başvurduklarını ortaya koymuştur. Buna karşın, anadil konuşan deneyimli yazarlar daha çeşitli ve akademik bağlama daha uygun bir belirteç dağarcığı sergilemiştir. Ayrıca, Türkçe öğrenicilerin -ly belirteçlerinin çoğu işlevsel sınıflamada, özellikle belitecimsi ve tümce belirteci daha az kullandıkları, bağlak ve pekiştirici ulamlarını ise fazla kullandıkları görülmüştür. Bu bulgular, anadil ve yabancı dilde yazılan akademik metinler arasındaki farkları ortaya koymakta ve İngilizce öğrencilerinin daha ileri düzey bir akademik biçem geliştirebilmeleri için belirteç kullanımına yönelik açık öğretimin önemini vurgulamaktadır.
Anahtar Kelimeler
Kaynakça
- Ädel, A. (2006). Metadiscourse in L1 and L2 English. Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/scl.24
- Aijmer, K. (2002). English discourse particles: Evidence from a corpus. John Benjamins “Publishing. https://doi.org/10.1075/scl.10
- Biber, D., Johansson, S., Leech, G., Conrad, S., Finegan, E. (1999). Longman grammar of spoken and written English. Harlow: Pearson.
- Biber, D., Conrad, S., Cortes, V. (2004). If you look at ...: Lexical Bundles in University teaching and textbooks (A. Wilson, P. Rayson, & T. McEnery, Eds.). Applied Linguistics, 25(3), 371–405. https://doi.org/10.1093/applin/25.3.371
- Biber, D. (2006). University language: A corpus-based study of spoken and written registers. Amsterdam: John Benjamins. https://doi.org/10.1075/scl.23
- Biber, D., Barbieri, F. (2007). Lexical Bundles in University spoken and written registers. English for Specific Purposes, 26, 263–286. https://doi.org/10.1016/j.esp.2006.08.003
- Biber, D., Gray, B. (2010). ‘Challenging stereotypes about academic writing: Complexity, elaboration, explicitness.’ Journal of English for Academic Purposes 9, 2-20. https://doi.org/10.1016/j.jeap.2010.01.001
- Can, C. (2009). İkinci dil edinimi çalışmalarında bilgisayar destekli bir Türk öğrenici İngilizcesi derlemi: TICLE’in bir altderlemi olarak ICLE. Dil Dergisi, 144, 16–34. https://doi.org/10.1501/Dilder_0000000109
- de Haan, P., van der Haagen, M. (2013). Assessing the use of sophisticated EFL writing: A longitudinal study. Dutch Journal of Applied Linguistics, 2(1), 16–27. https://doi.org/10.1075/dujal.2.1.04deh
- Granger, S. (1998). ‘Prefabricated patterns in advanced EFL writing: Collocations and formulae.’ In: Cowie, P. (ed.) Phraseology: Theory, Analysis, and Applications. Oxford: Oxford University Press. 145-160. https://doi.org/10.1093/oso/9780198294252.003.007
- Granger, S., Rayson, P. (1998). ‘Automatic profiling of learner texts.’ In: Granger, S. (ed.) Learner English on Computer. London and New York: Longman. 119-131. eBook ISBN 9781315841342.
- Granger, S., Dagneaux, E., Meunier, F. (2009). The international corpus of learner English version 2. handbook and CD-ROM. Louvain-la-Neuve: Presses Universitaires de Louvain. http://hdl.handle.net/2078.1/75579
- Hasselgård, H. (2009). Temporal and spatial structuring in English and Norwegian student essays. In R. Bowen, M. Mobärg, S. Ohlander (eds), Corpora and Discourse - and Stuff. Papers in Honour of Karin Aijmer, pp. 93-104. Göteborg: Acta Universitatis Gothoburgensis.
- Hasselgård, H. (2014). Discourse-structuring functions of initial adverbials in English and Norwegian news and fiction. Languages in Contrast 14:1, pp. 73-92. https://doi.org/10.1075/lic.14.1.05has
- Hasselgård, H. (2015). ‘Lexicogrammatical features of adverbs in advanced learner English.’ International Journal of Applied Linguistics 166(1), 163-189. https://doi.org/10.1075/itl.166.1.05has
- Hasselgren, A. (1994). Lexical teddy bears and advanced learners: a study into the ways Norwegian students cope with English vocabulary. International Journal of Applied Linguistics, Volume 4, Issue 2, 237-258.
- Huddleston, R., Pullum, G. K. (2002). The Cambridge Grammar of the English Language. Cambridge: Cambridge University Press.
- Hunston, S. (2002). Corpora in applied linguistics. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524773
- Hyland, K. (2008a). As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes, 27, 4–21. https://doi.org/10.1016/j.esp.2007.06.001
- Lorenz, G. (1998). Overstatement in advanced learners’ writing: stylistic aspects of adjective intensification. In S. Granger (ed.), pp. 53-66. London: Longman. E-Book ISBN9781315841342
- Mala, M. (2020). Phraseology in learner academic English: Corpus-driven approaches. Discourse and Interaction, 13(2), 75-88. https://doi.org/10.5817/DI2020-2-75
- Osborne, J. (2008). Adverb placement in post-intermediate learner English: a contrastive study of learner corpora. In G. Gilquin, S. Papp & M.B. Díez-Bedmar (eds), Linking up Contrastive and Learner Corpus Research, pp. 127-146. Amsterdam: Rodopi.
- Quirk, R., Greenbaum, S., Leech, G., Svartvik, J. (1985). A comprehensive grammar of the English Language. London: Longman.
- Tottie, G. (2002). An introduction to American English. Oxford: Blackwell Publishers.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Dil Kullanım Bilimi |
| Bölüm | Dilbilim |
| Yazarlar | |
| Yayımlanma Tarihi | 18 Temmuz 2025 |
| Gönderilme Tarihi | 29 Mart 2025 |
| Kabul Tarihi | 6 Temmuz 2025 |
| Yayımlandığı Sayı | Yıl 2025 Cilt: 24 Sayı: 3 |
